Work Ethics of Elementary School Teachers in Relation to their Professional Development

AUTHOR(S)

MELOWIN DASALLA NOEL L. GUEVARA

ABSTRACT

—— This study aims to delve into the work ethics of elementary school teachers concerning their professional development, utilizing data that considers factors such as teaching experience, educational attainment, professional development, and perceived challenges. Employing a crosssectional survey research design, the study unveils that experienced teachers, particularly those with over ten years of service and advanced qualifications, exhibit a steadfast commitment to professional ethics and development. The findings reflect high levels of self-efficacy and job satisfaction, aligning with the Philippine Professional Standards for Teachers. Nevertheless, a notable disparity emerges between the idealistic perceptions of the teaching profession and the practical realities faced by these educators, particularly among those with increased experience or higher education. Notwithstanding, they showcase high professionalism across various domains, including adherence to professional ethics, compliance with school policies, reverence for the teaching profession, collaboration with colleagues, and dedication to professional development goals. Unveiling an intricate relationship between elementary school teachers’ professional profiles and their perceptions of work ethics, the study underscores the paramount importance of ethics in teaching practices and advocates for a comprehensive approach to teacher development. In conclusion, the research underscores the imperative of continuous professional development, emphasizing its crucial role in bolstering teachers’ work ethics and fostering their professional growth, recognizing and addressing the multifaceted nature of the teaching profession. Keywords — Work Ethics, Professional Development, Teaching Profession